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Literacy Development in Language as Subject . Mike Fleming. Outline. Changing ideas about literacy development in language as subject Tensions Relationship between language as subject and language in other subjects . Changing ideas. Traditional Moving On Maturing. Traditional. - PowerPoint PPT Presentation
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Literacy Development in Language as Subject
Mike Fleming
Changing ideas about literacy development in language as subject
Tensions
Relationship between language as subject and language in other subjects
Outline
Traditional
Moving On
Maturing
Changing ideas
focus on reading and writing narrow range of texts restricted types of writing emphasis on systems and structures product-oriented
Traditional
importance of using language context and meaning re-conception of relationship between
language and learning personal growth creativity, self-expression
Moving On
more balanced perspective importance of explicit knowledge broader range of reading and writing genres skills and strategies needed for reading importance of meta-cognition greater attention to issues of progression
and depth.
Maturing Ideas
Changing perspectives
New literacies
Critical literacy
Concept of literacy
detailed aspects of literacy development
attitude to descriptors and competencies
Tensions
Pupils at age 11 should read a wide range of texts including novels, poems, newspaper articles, reports etc.
Pupils should be able to:extract and interpret information, events, main points and ideas from texts;infer and deduce meanings, recognising the writers’ intentions;understand how meaning is constructed within sentences and across texts as a whole;select and compare information from different texts;assess the usefulness of texts, sift the relevant from the irrelevant and distinguish between fact and opinion; etc.
How meaning is constructed within sentences:recognise the effect of different connectives, identify how phrases and clauses build relevant detail and information;understand how modal or qualifying words or phrases build shades of meaning; understand how the use of adverbials, prepositional phrases andnon-finite clauses gives clarity and emphasis to meaning.
The Master and His Emissary by Iain McGilchrist
“...for us as human beings there are two fundamentally opposed realities, two different modes of experience…In one we experience the live, complex, embodied, world; in the other we give the kind of attention that isolates, fixes, and makes each thing explicit”
(McGilchrist, 2009: 3, 31)
logical precise restricted mechanical narrow attention
open fluid tolerant of
ambiguities broad contextual
perception
holistic analytic (1)
holistic
analytic (2)
Literacy a narrow‘ basic skill’ taught discretely
Language as subject seen as a service subject
Undue concern about coverage and overlap
Language elements are taught discretely and systematically in a linear fashion
Analytic (1) LS and LOS
Support tool for teaching - not mechanistic but in context
Better sense of the difficulty of tasks being set (writing tasks, levels of reading required)
Diagnostic tool Broadening of outcomes
Improving pedagogy
Analytic (2) LS and LOS
‘systematic’ ‘transparency’ ‘transversal’
Dangers of misinterpreting concepts such as